Using Story Manga for Beginner level Japanese language texts
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Using Story Manga for Beginner level Japanese language texts

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Presentation by Ayako Nakaarai, Yuko Fujimitsu, Chisato Ofune and Hui Yang at AFMLTA conference in Sydney July 2009

Presentation by Ayako Nakaarai, Yuko Fujimitsu, Chisato Ofune and Hui Yang at AFMLTA conference in Sydney July 2009

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Using Story Manga for Beginner level Japanese language texts Using Story Manga for Beginner level Japanese language texts Presentation Transcript

  • 初級日本語教科書における ストーリー漫画活用の試みとその効果 USING STORY MANGA FOR BEGINNER-LEVEL JAPANESE-LANGUAGE TEXTS Fujimitsu Yuko Nakaarai Ayako Yang Hui Ofune Chisato
  • ■ 中国の日本語教育   Japanese education of secondary education in China
    • 英語    English
    • 日本語  Japanese
    • ロシア語  Russian
    第一外国語として As a first foreign language      Total of primary education and secondary education 76020 students 1310 teachers    337 schools (Japan Fundation 2006)
  • 第二外国語として As a the second foreign language 第一外国語は英語 第二外国語は日本語 a first foreign language = English a second foreign language = Japanese 人間関係構築のための日本語学習 Learning   Japanese for building relationships with people 遼寧省大連市 Dalian city(Liaoning provine) 試験のためではない日本語学習 Learning Japanese   not for exam
  • 中国遼寧省大連市 Dalian city (Liaoning provine, China)
  • 2006 年 9 月~  September, 2006 大連市内の中学校で第二外国語としての日本語教育開始  Japanese class as a second foreign language started in middle schools in Dalian, China. 教育政策 Educational policy
  • Dalian Education University + Teachers The Japan Forum Dalian education Bureau The Japan Forum is a non-profit organisation in Japan. Aim : promote natural understanding among young people by supporting foreign language education and intercultural learning education 教材制作プロジェクト   Project of making a   textbook     Writing team Creator of Manga Designer, Editor
  •  
  •  
  • 2007 年 9 月~  September, 2007 第二外国語 教育用 教材『好朋友 ーともだちー 』 ( 全 5 冊) 試用 開始 Trial use of “ Hao peng you: Tomodachi ” (5 volumes)   as the textbook for a second foreign language classes have started. *中国で初めての中学校第二外国語教育用日本語教材 * This is the first textbook for a second foreign language class for middle school students.
    • 200 8 年 4 月   
    • April, 2008
    • 学校数  27 校
    • 学習者数     5205 人
    • 教師数    26 人
    •   32 schools adopted this textbook
    • approximately 5205 students use this textbook
    • approximately 26 teachers use this textbook
  •  
  • ■ 漫画の種類    Variety of Manga
    • * 1 コマ漫画
    •    one=frame cartoon
    • *4コマ漫画   
    •    four=frame comic
    • *ストーリー漫画
    •    story-manga
    日本国外で漫画というとストーリー漫画のこと。 Outside of Japan, the word “Manga” means story-manga
  • ■ ストーリー漫画とは    Definition of story-manga
    •  *ストーリー性がある漫画
    •     Written along with plots
    •  *映画の手法を取り入れている漫画
    •     Using the techniques of film-making
  • Multi-angle shots
  • Panning Sounds effects
  • Different shapes of balloons
  • ■ 漫画のストーリー ■ The story of the Manga 登場人物 characters  民族 ethnic    -> ethnic majority     -> ethnic minority  国籍 Natinality     ->中国 Chinese    ->韓国 Korean    ->日本 Japanese
    • 父親の転勤で大連の中学校に転校してきた日本の女子中学生をめぐる友情物語
    • The story focuses on the friendship concerning a Japanese 13-years-old middle school girl, who had moved to Dalian accompanied to her father’s transfer.
    *漫画は『好朋友』のための書き下ろし * This Manga was newly created for this textbook.
  • Task 1
    • Pair work
    • Instruction: Referring to the manga, answer the questions.
    • Q1:
    • Put number in ( ) of each flame following
    • your route of reading.
    • Image: the first 2 pages of “The Manga Hao peng
    • you ” Vol.1
  •  
  • Task2
    • Q2:
    •   You are going to “read” this manga for a blind friend. Following each frame’s story, you have to come up with what is the best way, then write it down.
    •   Explanation of situation, onomatopoeic and mimetic words, Japanese narrative parts, characters' looks and feelings, etc. Describe what you read in detail as possible.
  • ■ 漫画を取り入れた理由 ■ The reasons for adopting Manga for the      textbook ① 漫画への興味・関心、 物語の続きを読みたい気持ち             ↓         学習への動機付け Interest and fascination with Manga and the psychological impulse to read further to find out how a story unfolds can heighten and sustain learning incentive.
    • ② 文脈や場面状況 -> 使い方がわかる
    • A .場面 気持ち 言葉  
    • B .繰り返し読める
    •   
    • The story of Manga makes it easy to understand that
    • in what kind of contexts or situations the language is
    • used.
      • A. Students can acquire higher working nowledge
      •      of Japanese, including proper choice of
      •      expression and phrase in each situation.
      • B. Students can read Manga repeatedly in their   
      •      own paces. They are also able to make use of   
      •     dictionaries and other means to understand the
      •     story or the words unknown.
  • ④ 物語の中に内容 ->  内容重視の学習 Provides a narrative with interesting content that facilitates learning content-oriented activities. ③ 文化情報 人物の感情      Manga visualizes cultural information and characters’ emotions.
  • ⑤ 漫画の「絵」+台詞(日本語と中国語)            ↓     初級日本語でも物語が進行する   Since Manga provides useful story base (both Japanese and Chinese parts as well as drawings), even the elementary level learners can follow the story.
  • ⑥ 擬音語・擬態語    ↓   文字学習(特にカタカナ) Manga contains many onomatopoeia and mimesis. It is useful for writing practice (especially of katakana ) using those words commonly found in Manga.
  • ■ 制作上留意したこと ■ The points taken notice of making this Manga ①   ことばや文化の違いを乗り越えた人間関係づくりの漫画     The story anchored in the idea of building relationships with people overcoming the difference of culture and language. The process is conscientiously described in Manga by conversations and actions, etc.   ->  The words and the phrases used in Manga would cast good effect on students in the learning activity itself.
  • ② 漫画からトピック ↓  トピックベースの教室活動   Every volume is thoroughly designed to contain various topics, in order to practice the topic-based communication activities.
  • ③ 中学生が関心を持つトピック         ↓   自分を中心とした同心円の広がり     The topics are selected to fascinate middle school students’ interest. Learners are able to feel the story familiar, because the topics are set so as to make a spreading concerning-circle around the learners themselves.
  • ④  さまざまな文化的な事物・事象      ↓   多文化的視点を導入 To cultivate multi-cultural perspective, this Manga contains various cultural artifacts and phenomena.
  • ⑤ 生徒にとって身近な舞台設定やストーリー設定 ↓  日本の中学生との出会いを疑似体験   Since the situation and the story are made      familiar to the students as possible, they can   virtually experience the encounter with Japanese   middle school students.
    • 漫画はプロの漫画家が作成したストーリー漫画
    •     The story Manga created by professional author
    • 2. 人間関係をつくるための日本語学習
    •    (試験のためではない!!)
    • Japanese for building relationships with people
    • 3 .  編集委員は中国の日本語の教師と日本の日本語教育専門家で構成
    • Joint project with Japanese teachers in Dalian & Japan
    • ビデオを見る( 5 分)
    • 学習者の興味関心を高めることができる
    • Using Manga can heighten and sustain learning incentive
    • 学習者の自律的な学習が生まれる
    • This Manga has become a good stimulation the students’ autonomous learning.
    • Questionnaire
    • 12 schools
    • 12 teachers
    • 25 students (13~14 years old)
    漫画は本当に効果があるのか? Using Manga is effective?
    • Do you like Manga?
    •   a. Yes ( 20 )   b. A little (5) c.Not so much (0)   d.No (0)
    Students’ answers Which are your favorite pages in Hao peng you (Vol.1) ? Choose your best to 3rd from the choices.   ◆ Manga (20) ◆ Expressions in Manga (2) ◆ Column (9) ◆ Extra sugested activity (9) 1 アンケート結果    Result of questionnaire
  • Did the Manga incline you to study Japanese?   a. Yes ( 23 )   b.A little (2) c. No (0) After reading the Manga, did you want to know what the characters are talking?   a. Yes ( 23 )   b.A little (2) c. No (0) After reading the Manga, did you want to learn Japanese characters? a. Yes ( 21 )   b.A little (4) c. No (0) Do you want to read the next volume?   a. Yes ( 23 )   b.A little (1) c. No (1) Students’ answers 1 アンケート結果    Result of questionnaire
    • What the students asked their teachers
    • How to say the Chinese narrative parts in Japanese? (They understand the situations & feelings of the characters .)
    • How to pronounce Japanese?
    • Is my analysis of this Manga right?
    Teachers’ comments 1 アンケート結果    Result of questionnaire The questions from the students show their strong interest on learning Japanese by using Manga.
  • 2 Did you want to know the meaning of Japanese narrative parts on these pages?   a. Yes ( 24 )   b.A little (1) c. No (0) Did you imagine the meaning of Japanese narrative parts on these pages?   a. Yes ( 21 )   b.A little (3) * No-answer (1) Students’ answers アンケート結果    Result of questionnaire
  • Students’ answers 2 How did you learned the pronunciation of Japanese narrative parts on these pages? a. Heard the recorded voice (5) b. Read syllabary by self   (9) c. Teacher taught me (18) d. By other means (0) & e. I do not know yet (1) Mark what you did to make sure the meaning of Japanese narrative parts in these pages. (Multiple answers allowed ) a. Referred to the appendix (12) ( What to say in this scene? And Expressions in Manga ) b. Asked teacher   (22) c. Asked other people   (2) d. Looked up dictionary   (4) e. By other means & f. I do not know the meaning yet   (0) アンケート結果    Result of questionnaire
  • Students’ comments 2 I can broadly grasp the story even though there were unknown Japanese words . Manga is more effective means to learning language for me because it shows the words’ meanings intuitively, for I can grasp the situation, emotion and words at one time . It is good thing that I can learn Japanese while reading Manga. Easy to memorize . アンケート結果    Result of questionnaire
    • It is good to use Manga as text, for it describes the scene in which the language used vividly, and in detail .
    • Useful to let the students understand which expression or phrase is most proper in each conversation.
    • Learning Japanese with Manga enable students to comprehend the connection of language and the situation, then the words and the phrases are acquired with less effort .
    • Manga helps students understand the meaning of Japanese. It makes them feel Japanese more intuitively.
    • Some students held empathy for the main character. In such occasion, we teachers are able to teach Japanese more efficiently.
    • Students wanted to know how to say the Chinese part (which they can understand the feeling ) in Japanese .
    Teachers’ comments 2 アンケート結果    Result of questionnaire
  • Students’ interests 3 Club activities, Gift for the first-meeting person, Gestures (of numerals), Constellations, Fortune telling, After-school study, If there are Erfus (Chinese fiddle) in Japan, Do Japanese middle school students learn Chinese? アンケート結果    Result of questionnaire
    • Club activities, Gift (souvenir), Gestures,
    • Greetings, Leisure, Horoscopes, Constellations,
    • Cultural exchange between China and Japan, Variety of writing characters, Japanese snacks,
    • Musical instruments
    • Comparison between Chinese schools and Japanese ones,
    • Richness of onomatopoetic words in Japanese, Roles of facial expressions,
    • Naming (selection and meanings of the Chinese character)
    Teachers’ intentions 2 アンケート結果    Result of questionnaire
    • Because Manga includes both words and motion descriptions , students can experience Japanese culture, for example gestures.
    • Students are able to learn culture while enjoying Manga. It is good means to heighten and deepen their competence and working knowledge of Japanese.
    • Manga activates students’ motivation for learning Japanese , and it enables the study including Japanese culture and folk customs, not only the language knowledge.
    Teachers’ comments 3 アンケート結果    Result of questionnaire
    • 1) Interest and fascination with Manga, and heighten and sustain learning incentive
    2) To understand contexts or situations the language is used 3) visualizes cultural information and characters’ emotions 4) Content-oriented activities 5) Even the elementary level learners can follow the story 6) Useful for learning Japanese characters ✔ ✔ ✔ ✔ ✔ ->
    • Students often ask how to pronounce onomatopoeic and mimetic words .
    • Students often ask about meanings and pronunciations of the words, and the expressions.
    • Students often ask whether the Chinese characters which used in Japanese parts have the same meanings as the ones in China .
    Teachers’ comments 6 アンケート結果    Result of questionnaire
    • Students asked me “Does the ‘ Xinghai Park ’ in tha Manga point to the one in Dalian?”
    • The situation described in this Manga is close to students’ daily life. This arouses students’ interests and let them participate in the classes more positively , for the familiarity brings some fun into the flatness of the speaking class.
    Important points Was the scene setting familiar to you?   a. Yes ( 15 )   b.A little (6) c. No (4) Was the story familiar to you? a. Yes ( 10 )   b.A little (12) c. No (3) Familiarity of the scene setting
    • This Manga is as interesting as other Mangas on the market and TV animations .
    • Is the animation version of this Manga broadcasted on TV ?
    • Who wrote the original story? Who drew the pictures?
    • Do Japanese middle school students know this Manga?
    • How does this Manga end like?
    • Why Japanese Mangas are thus great?
    Important points Did you enjoy reading this Manga?   a. Yes ( 24 )   b.A little (1) c. No (0) ” The Dalian Story ” is not made only for the textbook , so students can enjoy the Manga itself. Students’ opinions on the Manga itself
    • Various questions about this Manga come up, and they made Japanese class more meaningful.
    • Students love Manga. This is one of the reasons they take Japanese class. These students have high ability to understand its contents. It means that students have learned many daily conversations from this Manga initiatively.
    • Manga activates students’ motivation for learning Japanese, and it enables the study including Japanese culture and folk customs, not only the language knowledge.
    • The story of Manga is very polished, so it is useful for us in designing the plan of the study.
    Important points Teachers’ opinions on students’ learning
    • a. Good   (9)
    • b. Slightly good   (1)
    • c. Does not matter   (1)
    • d. Slightly bad   (1)
    • e. Bad   (0)
    How do you think about the effect of using Manga for Japanese textbook?
    • Textbook information 
    • Title : Hao peng you : Tomodachi (Trial edition) , 5 volumes
    • Author:
    • Dalian Education University
    • Zhang Tao, Yang Hui, Li Zhiling,
    • Jin Shansun, Song Xiaofneg, Zhang Ling, Chu Qiao
    • Kano Michihito, Fujimitsu Yuko, Nakaarai Ayako, Ofne Chisato,
    • Morita Junko, Imai Naomi ( including cooperators of writing )
    •  
    • Editorial of Manga: Daynamic Prodaction
    • Cortoonist : Shirai Takako  
    • Authour of Manga’s story : Koumori Ikuya
    • Publishing house:
    • FOREIGN LANGUAGE TEACHING AND RESEARCH PRESS, China
  • Positive impact on learning and teaching
    • Manga has been changed
    • Student’s attitude (e.g. increased autonomy)
    • Teacher’s centred classrooms
    • The quality of the manga matters......
  • Future direction : what we would like to explore more
    • Developing and sharing ideas on practical assessment tasks, utilising story manga
    • Sharing practices and reflections among teachers who started using this text book with the story manga
  • Questions & Feedback Email ● 中新井綾子  Ayako NAKAARAI                 [email_address] ● 大舩ちさと   Chisato OFUNE [email_address] ● 藤光由子    Yuko Fujimitsu              [email_address]